盲校中学生学校适应研究

发布时间：2018-05-11 22:21

本文选题：盲校 + 中学生　；参考：《辽宁师范大学》2010年硕士论文

【摘要】： 心理适应水平是衡量个体心理健康状况的重要指标,对于中学生来说,学校是其学习、生活及成长的重要场所之一。学校适应便成为了反映学生心理健康水平和教育生活质量的重要标准。盲校中学生作为特殊的群体,对其学校适应的研究是十分重要而有意义的。本文在T—CRS2.1中文等值版的基础上自编了《学生学校适应评定量表》,对60名盲校中学生和60名普通学校中学生进行了学校适应涉及的学业适应、行为适应、情绪适应、人际关系、学校文化适应等五个方面状况的调查。探讨了盲校中学生学校适应的总体特点,从性别、年级、普校与盲校等几个方面进行了对比分析。进而探讨了盲校中学生学校适应的发展规律,并按其不同特点进行了归类。为盲校中学生更好的适应学校的教育生活,个性、心理健康的发展提供了依据。同时也为教师、学校更好的实施教育干预提出了可行性建议。研究结果表明:在学校适应的总体水平上,盲校中学生学校适应的平均分低于标准平均分,盲校中学生学校适应的总体水平明显低于普校中学生。盲校中学生的学校适应与普通学校中学生的学校适应有差异。在情绪适应、学校文化适应方面达到了极其显著水平。在盲校中学生与普校中学生学校适应特点的比较上,盲校中学生的学业适应在总分上要低于普通学校中学生,并呈显著差异。在学业适应的学业态度上没有显著差异。而学习技能方面盲校中学生与普通学校中学生差异显著。盲校中学生的行为适应在总分上要低于普通学校中学生,并呈显著差异。盲校中学生的情绪适应在总分上要低于普通学校中学生,并呈极其显著差异。盲校中学生的人际适应在总分上要低于普通学校中学生,并呈显著差异。盲校中学生的学校文化适应在总分上要低于普通学校中学生,并呈极其显著差异。在学校文化适应的两个方面中学校管理上没有显著差异。物质环境方面盲校中学生与普通学校中学生有极其显著差异。在盲校中学生学校适应性别因素分析上,盲校中学生的学校适应在总体上并无差异,说明性别因素对学校适应不存在影响。在盲校中学生学校适应年级因素分析上,盲校中学生的学校适应在年级上没有差异。但从平均分上看,随着年级的增加,学生的学校适应水平在提高。根据本研究结论提出教育建议:重视盲校中学生学校适应的状况,努力提高盲校中学生学校适应的水平;结合盲校中学生学校适应的特点,采取相应的教育措施;正确认识盲校中学生学校适应中的性别差异,有针对性的进行教育;关注盲校中学生学校适应中的年级差异,把握关键时期;尝试根据盲校中学生学校适应的特点对其进行分类,探索合适的教育教学方法。
[Abstract]:The level of psychological adaptation is an important index to measure the state of individual mental health. For middle school students, school is one of the important places for their study, life and growth. School adaptation has become an important standard to reflect students' mental health level and quality of educational life. As a special group, the study of school adaptation is very important and meaningful. On the basis of the Chinese equivalent version of T-CRS2.1, this paper developed the Student School adaptation rating scale, and carried out the school adaptation, behavioral adaptation and emotional adaptation of 60 middle school students and 60 ordinary middle school students. The investigation of interpersonal relationship, school culture adaptation and other five aspects. This paper probes into the general characteristics of school adaptation of middle school students in blind schools, and makes a comparative analysis from several aspects, such as gender, grade, general school and blind school, etc. Then it discusses the development law of school adaptation of middle school students in blind school, and classifies it according to its different characteristics. It provides the basis for the middle school students to adapt to the educational life, personality and mental health. At the same time, it also provides feasible suggestions for teachers and schools to better implement educational intervention. The results show that the average score of school adaptation of middle school students in blind schools is lower than that of standard ones, and the overall level of school adaptation of school students in blind schools is obviously lower than that of ordinary middle school students. The school adaptation of middle school students in blind schools is different from that of middle school students in ordinary schools. In emotional adaptation, school culture adaptation reached an extremely significant level. In the comparison of the characteristics of school adaptation between the middle school students of the blind school and the general school students, the total score of the school students with the blind school is lower than that of the ordinary school students, and there is a significant difference. There is no significant difference in academic attitude towards academic adaptation. But the learning skill aspect blind school middle school student and the ordinary school middle school student difference is remarkable. The total score of behavioral adaptation of middle school students in blind school was lower than that of ordinary school students, and there were significant differences. The total score of emotional adaptation of middle school students in blind school was lower than that of ordinary school students, and the difference was extremely significant. The total score of interpersonal adaptation of middle school students in blind school was lower than that of ordinary middle school students, and there were significant differences. The school culture adaptation of middle school students in blind school is lower than that of ordinary school students in total score, and the difference is extremely significant. There is no significant difference in school management between the two aspects of school cultural adaptation. There are significant differences between middle school students in physical environment and those in ordinary schools. There is no difference in school adaptation of blind school students on the whole, which indicates that there is no influence of gender factors on school adaptation. There is no difference in the grade adaptation of blind school students. But on average, with the increase of grades, students' school adaptability level is improving. According to the conclusion of this study, the author puts forward some educational suggestions: pay attention to the situation of school adaptation of middle school students in blind schools, strive to improve the level of school adaptation of middle school students of blind schools, and take corresponding educational measures according to the characteristics of school adaptation of middle school students in blind schools; To correctly understand the gender difference in school adaptation of middle school students of blind school, to carry on the education pertinently, to pay attention to the grade difference in the school adaptation of blind school students, to grasp the key period; This paper attempts to classify middle school students in blind schools according to their characteristics, and to explore appropriate teaching methods.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G761

【引证文献】